Self-Assessment Modules (SAMs) Online
Introduction
This educational program is presented by the American College of Radiology to encourage readers to think critically about issues in radiology and the broader field of medicine, to provide radiologists insight into improved practice and management techniques that will improve their practices, and to encourage radiologists' participation in practice management, organizational, and policy-related activities.
This activity is qualified by the American Board of Radiology in meeting the criteria for self-assessment toward the purpose of fulfilling requirements in the ABR Maintenance of Certification Program.
The American College of Radiology designates each of these educational activities for a maximum of 1.5 AMA PRA Category 1 Credits™ and 1 SAM credit.
Intended Audience
Radiologists interested in the areas of clinical practice, practice management, education and training, and health services policy will find SAMs Online reading activities helpful.
Instructions for CME/SAM credit
It is estimated that it will require 1.5 hours to read the material in each of these continuing medical education programs and answer the self-assessment questions. After completing the reading, answer the post-test and survey questions. When you're finished, you will be able to print your CME and SAM certificates.
NEW - SAM Online: Research Ethics
This self-sssessment module (SAM) examines fundamentals of research ethics as they relate to radiology. In this educational activity you will examine the concept and application of research ethics, through directed study of three journal articles. This background material is an excellent introduction for anyone conducting research and provides case study examples to demonstrate the proper ethical conduct when the research involves human subjects.
Approved for 1.5 AMA PRA Category 1 Credits™ and 1 SAM credit
Released: 6/15/2011 CME/SAM Expiration: 6/15/2014
Price for ACR Member: $20 | Non-Member: $40 | Member-in-Training: $10
Activity Authors:
Petra J. Lewis, MD, Associate Professor Radiology and Obstetrics and Gynecology, Dartmouth Medical School, Department of Diagnostic Radiology, Dartmouth-Hitchcock Medical Center, Lebanon, NH.
Jocelyn Chertoff, MD, MS , Professor of Radiology and Obstetrics and Gynecology, Dartmouth Medical School, Department of Diagnostic Radiology, Dartmouth-Hitchcock Medical Center, Lebanon, NH.
Etta D. Pisano, MD, Vice President for Medical Affairs, Dean, College of Medicine, Medical University of South Carolina, Charleston, SC.
William Seebeck, Assistant Director, ACR Education Department, Reston.
Learning Objectives
The participant completing this activity will:
- Provide examples of the ethical principles included in the Belmont Report
- Summarize the responsibilities of the IRB ( institutional review board) system
- Explain the concept of informed consent
- If realistic case studies are presented that require the participant to apply the basic principles of research ethics, they will select the correct course of action as described in the legal and ethical documents included in this activity.
- If, during the practice of research, radiologists are presented with a situation that requires them to apply the basic principles of research ethics, they will perform correctly in accordance with the legal and ethical documents referenced by this activity.
Required Articles to read Read (Included within the Activity)
Ethical conduct of radiology research with human participants.
Core curriculum: Research ethics for radiology residents.
Informed consent for medical treatment and research: A review.
Disclosures of Significant Relationships with Relevant Commercial Companies/Organizations
The faculty members (Petra J. Lewis, Jocelyn Chertoff, Etta D. Pisano, and William Seebeck) have indicated that they have no relevant financial relationships or conflicts of interest related to the presentation of their material.
SAM Online: Quality Improvement
In this presentation of slides and notes, we review the ACR definition of quality of care and explain the terms, quality control, practice quality improvement, and others. We summarize the history of quality and introduce the psychology of error and systems based approach to managing error. After a review of the current resident and MOC requirements, we focus specifically on the competencies of practice based learning and improvement (PBLI) and systems-based practice (SBP).
Approved for 1.5 AMA PRA Category 1 Credits™ and 1 SAM credit
Released: 5/10/2010 CME/SAM Expiration: 5/10/2013
Price for ACR Member: $20 | Non-Member: $40 | Member-in-Training: $10
Purchase SAM: Quality Improvement
"Quality Counts."
Gary Becker, MD highlighted its role in the future of radiology in his RSNA President's Address of 2009. The current health care debate targets implementation of quality measures with the goal of improving care and decreasing costs. Quality can help us maintain strength in our field and help us proceed into the future as successful radiologists.
Learning Objectives
The participant completing this activity will:
- State the background of quality and its integration into medicine.
- Differentiate QC, QA, CQI, PQI, TCM.
- Explain how systems must take unavoidable human error into account.
- Describe how quality is an integral part of lifelong learning.
- List processes in radiology that are possible areas of quality improvement.
- Explain the difference between PBLI and SBP and the importance of each.
- Give specific examples of possible PQI projects.
- Suggest intervention for problems and ways to re-measure.
- Develop several metrics to measure for improvement.
- Communicate to others why quality matter
To make this presentation most useful for you, we provide examples from radiology of quality assurance/quality improvement problems and solutions to help you prepare for your own quality improvement project. This reading activity and assessment questions are designed to meet the needs of radiologists by providing the information necessary to understand this topic.
Disclosures of Significant Relationships with Relevant Commercial Companies/Organizations
The faculty member(s) listed below have indicated that they have no relevant financial relationships or conflicts of interest related to the presentation of their material.
Jennifer Kohr, MD, University of Washington, Seattle, WA.
Christine Cinelli, MD, Johns Hopkins Hospital and School of Medicine, Baltimore, MD.
William Seebeck, Assistant Director, ACR Education Department, Reston.
Reference Articles
1. Strife et al, The American Board of Radiology Perspective on Maintenance of Certification: Part IV—Practice Quality Improvement in Diagnostic Radiology. AJR 2007; 188:1-4.
2. Steele JR and Schomer DF Continuous Quality Improvement Programs Provide New Opportunities to Drive Value Innovation Initiatives in Hospital-Based Radiology Practices. JACR 2009;6:491-499.
3. Gunderman RB and Burdick EJ. Error and Opportunity AJR 2007; 188:901-903.
4. Swenson SJ and Johnson CD, Radiologic Quality and Safety: Mapping Value Into Radiology. JACR 2005;2:992-1000.
SAM Online: Communications - Radiology Reporting
Proper communications in radiologic training and practice is a necessary skill of the specialty. It is part of several of the competencies that need to be developed during training and during the course of a career in Radiology. Proper communications between radiologists and their staff, colleagues and patients allow for correct practice. This activity will review some of the aspects of proper communication in radiology.
Approved for 1.5 AMA PRA Category 1 Credits™ and 1 SAM credit
Released: 5/10/2010 CME/SAM Expiration: 5/10/2013
Price for ACR Member: $20 | Non-Member: $40 | Member-in-Training: $10
Purchase SAM: Communications - Radiology Reporting
Learning Objectives
The participant completing this activity will:
- Identify key elements of a proper radiology report.
- Identify points regarding verbal consultations in radiology.
- Identify points regarding structured written reports.
- Identify responsibilities for direct immediate contact with referring physician.
- Identify key points found in the ACR Communications Guideline.
Required Articles to read (Included within the activity)
Diagnostic Radiology Reporting and Communication: The ACR Guideline
Authors: David C. Kushner, MD, and Leonard L. Lucey, JD, LLM
Originally published in J Am Coll Radiol 2005; 2:15-21. Copyright © 2005 American College of Radiology. Used with permission.
Malpractice Issues in Radiology, Pitfalls of the Vague Radiology Report
Author: Leonard Berlin, MD, FACR
Originally published in AJR 2000;174:1511–1518 © American Roentgen Ray Society. Used with permission.
Radiology Reporting, Past, Present, and Future: The Radiologist's Perspective
Authors: Bruce I. Reiner, MD, Nancy Knight, PhD, and Eliot L. Siegel, MD
Originally published in J Am Coll Radiol 2007; 4:313-319. Copyright © 2007 American College of Radiology. Used with permission.
Teaching the Art of Verbal Consultation
Authors: Hugue Ouellette, MD, Ara Kassarjian, MD, and Theresa C. McLoud, MD
Originally published in J Am Coll Radiol 2005; 2:9-10 Copyright © 2006 American College of Radiology. Used with permission.
Disclosures of Significant Relationships with Relevant Commercial Companies/Organizations
The faculty members listed below have indicated that they have no relevant financial relationships or conflicts of interest related to the presentation of their material.
Harris L. Cohen, MD, FACR, Executive Vice Chair of The University of Tennessee Health Science Center Department of Radiology; Medical Director, Pediatric Radiology, Le Bonheur Children's Medical Center; Memphis, TN.
William Seebeck, Assistant Director, ACR Education Department, Reston.
